Leitura e formação de leitores: estudo sobre o letramento em documentos oficiais nacionais e amazonenses.

Abstract

This work aimed to verify how the official documents focused on Brazilian education guide reading, literacy, and training of critical readers in the basic education curriculum. In addition, it shows that the government has the habit of prioritizing a single language that has a status of power, disregarding other languages such as those of indigenous natives and those of foreigners who inhabit Brazil. Likewise, this occurs with the treatment of writing as a standard variety, seeking national linguistic unity in the social practices of the language, in a conception of nationality, imposed by an official language. This problem generated the questions that led the research were: what is the conception of language and reading that is decanted from the official documents? How reading, literacy and reader training are addressed in Portuguese language classes by the supporting documents of education in Brazil and Amazonas? Do the education-guide documents in the Amazon follow the federal-level documents? To answer these questions, the general objective was to analyze how the supporting documents for education in Brazil and state education in the Amazon approach reading, literacy and the training of readers in Portuguese language teaching. The specific objectives listed were to analyze the conceptions of language brought by the official documents; to elaborate a history on the treatment given to reading, literacy and the formation of readers in the official documents; to compare the approaches made by the Amazonian guidelines with the proposal of the national documents. In order to direct the research, the methodology used was the bibliographic research of the printed and telematized type and the documentary research with the legislation created in the context of public and linguistic policies that, for the most part, did not have debates of the most interested public: educators and society in general. To support the discussions presented, the theoretical foundation was supported by authors who address the history of reading and training readers, among them Chartier (1995); Abreu (2002); Lindoso (2004); Souza (2004); Manguel (2006); Failla (2016); Teixeira (2017), among others; the multiplicities of literacy supported by Kleiman (2002; 2003, 2005); Rojo (2002); Soares (2003); Tfouni (2004); Lajolo (2005); Soares (2009); Lajolo (2011); Rojo (2012); Ribeiro (2016) and others; language policies, based on by Baylon (1996); Faraco ( 2001); Zavaglia (2003); Calvet (2007); Rajagopalan (2013); Teixeira (2014 and 2017); Martiny (2019) and Heufemann (2019), among others. Finally, the results found made it evident that the documents were changing over the years, increasingly contemplating the triad reading, literacy and training of readers. In addition, there was the erasure of native languages with the creation of the Southern and Northern General Language for communication with natives and foreigners and, finally, prioritizing the Portuguese language as official, erasing totally one of the languages created and leaving the other, which is spoken by a minority in the Amazon.